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Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools

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Title: Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools
Language: English
Authors: Shehu Muhammad Korau, Muhammad Mukhtar Aliyu, Mohammed Sani Ya’u, Yusuf Muhammad Jika
Source: International Journal of Education and Literacy Studies. 2024 12(3):44-49.
Availability: Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: https://journals.aiac.org.au/index.php/IJELS/index
Peer Reviewed: Y
Page Count: 6
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Reflective Teaching, English (Second Language), Second Language Instruction, Language Teachers, Secondary School Teachers, Teaching Methods, Knowledge Level, Barriers
Geographic Terms: Nigeria
ISSN: 2202-9478
Abstract: Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1435009
Database: ERIC
FullText Text:
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  Data: Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools
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  Data: <searchLink fieldCode="AR" term="%22Shehu+Muhammad+Korau%22">Shehu Muhammad Korau</searchLink><br /><searchLink fieldCode="AR" term="%22Muhammad+Mukhtar+Aliyu%22">Muhammad Mukhtar Aliyu</searchLink><br /><searchLink fieldCode="AR" term="%22Mohammed+Sani+Ya%27u%22">Mohammed Sani Ya’u</searchLink><br /><searchLink fieldCode="AR" term="%22Yusuf+Muhammad+Jika%22">Yusuf Muhammad Jika</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Education+and+Literacy+Studies%22"><i>International Journal of Education and Literacy Studies</i></searchLink>. 2024 12(3):44-49.
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  Data: Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC 3011, Australia. Tel: +61-3-9028-6880; e-mail: support@aiac.org.au; Web site: https://journals.aiac.org.au/index.php/IJELS/index
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  Data: 6
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink>
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  Data: 2202-9478
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  Label: Abstract
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  Data: Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.
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      – Text: English
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        PageCount: 6
        StartPage: 44
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Reflective Teaching
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teaching Methods
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Barriers
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      – SubjectFull: Nigeria
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      – TitleFull: Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools
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              Y: 2024
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